医学院大小组会议中的积极与被动学习:随机交叉试验调查对学习和学习感觉的影响
Peter Boedeker1, Tobias Schlingmann1, Joshua Kailin1
1Baylor College of Medicine, Houston, TX USA.
Medical science educator
|March 27, 2025
概括
与被动讲座相比,医学教育中的积极学习显著改善了学习成果和学习感. 这种方法特别有利于低成绩的学生,可能缩小成绩差距.
科学领域:
- 医学教育研究 医学教育研究
- 学习科学 学习科学
- 高等教育教学的教学.
背景情况:
- 积极学习策略在医学教育中的有效性通常得到了可疑内部有效性的研究的支持.
- 需要严格的经验证据来比较主动学习与传统的被动讲座.
研究的目的:
- 在医学学生中实证地比较大群互动会议和被动讲座之间的学习和自我报告的学习感.
- 评估积极学习研究的内部有效性及其对成就差距的影响.
主要方法:
- 进行了为期两天的随机交叉试验,对146名医学四年级学生进行了随机交叉试验.
- 通过测试来评估学习,并通过调查来衡量学习的感觉.
- 用线性混合效应模型分析数据,以估计不同学习格式的影响.
主要成果:
- 与被动讲座相比,大型群体互动课程的学生在学习测试中得分0.27标准偏差高 (p=0.010).
- 在交互式课程中,学习的感觉显著更高 (0.56标准偏差,p<0.001).
- 在先前成绩的最低50%的学习者从积极学习策略中获得了最大的好处.
结论:
- 从被动讲座过渡到交互式学习课程在医学教育中是可行的和有益的.
- 积极学习有可能通过不成比例地使表现较差的学生受益,从而减少成绩差距.
- 交互式学习环境比被动讲座更能增强学生的感知学习体验.
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